About the Journal

Thomas S. C. Farrell, Brock University
Zia Tajeddin, Tarbiat Modares University

Associate Editors
Fiona Farr, University of Limerick
Steve Mann, University of Warwick
Minh Hue Nguyen, Monash University
Bedrettin Yazan, University of Texas at San Antonio

Second Language Teacher Education (SLTE) is a peer-reviewed international forum devoted to research on the policy and practice of second language teacher education. SLTE welcomes submissions which approach issues in teacher education from the perspectives of globalization, postcolonial debates, English as an international language (EIL), sociocultural theory, postmethod pedagogy, constructivist views, and critical applied linguistics. SLTE encourages submissions on teacher education in various international contexts and publishes studies with a quantitative, qualitative, or mixed-methods design. Hence, studies which report on data collected through surveys, interviews, narrative frames, observations, stimulated recall, reflective journals, think aloud, and focus groups in the context of second language teacher education, rather than teacher education in other fields, fall within the scope of SLTE. In addition, SLTE publishes invited feature articles, state of the art articles, and meta-analysis and synthesis studies focused on language teacher education.

The main topics of interest for publication in SLTE include, but are not limited to, the following:
Pre-service and in-service language teacher education programs
Native/nonnative second and heritage language teachers
Language teacher quality assessment and supervision of language teachers
Language teacher professional development and community of practice (COP)
Language teacher cognition and beliefs
Language teacher autonomy and agency
Language teacher reflection and action research
Language teacher identity and identity tensions
Language teacher motivation, demotivation, and burnout
Technology in language teacher education and teacher TPACK
Language teacher knowledge base and expertise
Language teacher language awareness
Language teacher decision making and pedagogical reasoning
Critical pedagogy and language teacher education
Language teacher classroom assessment and assessment literacy
Language teacher intercultural and pragmatic competence and instruction
Language teacher morality and ethics
Language teacher education in the context of EIL/ELF
Sociocultural and complex systems approaches to language teacher education

Publication and Frequency 2 issues per volume year: May and November (commencing May 2022)
ISSN 2752-4655 (print)
ISSN 2752-4663 (online)